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ERIC Number: ED370768
Record Type: Non-Journal
Publication Date: 1993-Apr
Pages: 29
Abstractor: N/A
Reference Count: N/A
What Mathematics Students Can Teach Us about Educational Engagement: Lessons from the Middle School.
Steele, Diana F.
Many students are not actively engaged in learning in mathematics classrooms. The purpose of this study was to develop understandings about student engagement with the mathematics curriculum and its influence on student engagement. The research was conducted in two seventh-grade classes taught by the same teacher, who used direct instruction. The social interactions of the students (n=53) and their teacher within the mathematics class were observed, and interviews with the students were conducted. When problem solving, working in groups, and working with manipulatives, students expressed positive attitudes about mathematics, were more likely to be engaged, and showed internal motivation to do well. When performing drill and practice, memorization and rote learning tasks, and computation out of context, students were most often bored with learning, complied minimally with teacher direction, and felt low levels of engagement. Included in the section on implications for teaching is the recommendation that teachers move away from lecturing and move toward activities that motivate their students. The appendix lists 20 student interview questions. Contains 36 references. (MKR)
Publication Type: Speeches/Meeting Papers; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A